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At The Mandeville School, we continue to make rapid improvements with growing numbers of students in Year 7 and Sixth Form wishing to join our learning community as we become more popular. Our staff is committed to constantly reviewing and improving the opportunities for our students. Our students are “Learning Today, Leading Tomorrow”. In other words, the skills that they glean as inquisitive and responsible learners will furnish them with the confidence to grow into adulthood and make a positive impact on the society in which they live as caring, compassionate, and creative people. We want our students to be resilient, articulate, and positive as well as respectful of others demonstrating values that recognize diversity and tolerance of others’ uniqueness. We want our students to make a worthwhile contribution to an evolving world in which they live during their adult years when they leave school. While with us, however, we want our students to feel safe and to enjoy their time every day when they come to school. To achieve these aims, we focus upon “the two pillars of Mandeville”. Our primary ‘pillar’ at The Mandeville School is teaching and learning. Since my appointment in November 2015, we have worked hard to improve the learning experiences that we offer, both in and out of the classroom, and we will continue to do so. At the core of our teaching and learning are structured lessons with consistent application of the ‘non-negotiables’ combined with high quality and innovative teaching methods. We are continuing to develop the independent learning skills of all our students with our Mandeville ‘learning habits such as respect, risk-taking, resilience, reflection, responsibility, and resourcefulness. These underpin our methods and beliefs which, in turn, impact our school’s positive culture. We use the language of aspiration as part of our commitment to a ‘can do’ philosophy. Building the self-esteem and confidence of our students is as important as them achieving well in public examinations. Students who feel safe and happy at school will make better progress and we place great store on ensuring that our students enjoy coming to school. As part of our second ‘pillar’, everyone at The Mandeville School is dedicated to providing the very best opportunities for all our students by setting high standards of behavior. It is with pride that we inculcate traditional values and respect for every member of the community – child and adult. Our students are valued equally and are taught to be kind and tolerant of all others regardless of gender, religion, or ethnicity. These complementary pillars support our students’ outcomes by delivering high-quality teaching and ensuring that the learning environment is an orderly one where everyone demonstrates politeness and kindness towards each other. This is a calm and purposeful school where students can make progress in their learning and mature responsibly. Student Leadership is growing and becoming stronger with the appointment of House Captains and Vice Captains in Mr. Harnett’s year group, the inauguration of Red and Gold ties in Miss Cobb’s year group, and the election of our Sixth Form cabinet under the auspices of Mr. Cockroft. Student leaders are elected in Mr. Robinson’s Year Group and Miss Taylor leads on the ‘Student Voice’ with the School Council ‘reps’. We want there to be opportunities for leadership at all levels, and for all ages, so that our younger students can see a pathway through the years to develop their skills in leading teams and being part of one. View full school

At Mandeville, our goal is to give all of our children an outstanding education, which allows each child to develop and succeed. We aim to foster a life-long love of learning and equip our children to be successful in the 21st century, through a creative and dynamic approach to learning that is engaging, challenging, and fun. We are always looking for new ways to improve and move forward and we work together with parents, carers, staff, governors, children, and other stakeholders to ensure that we are constantly developing. We are fortunate to also be federated with Kingsmead and Gayhurst primary schools and this allows us to share professional knowledge, expertise, and resources, which benefits the communities of all three schools. Places for Nursery can be applied for through the school. We have the capacity for 50 full-time students in our Nursery. In-year admissions from Reception to Year 6 are also managed by The Hackney Learning Trust but the school welcomes parents who wish to tour the school or make inquiries about places in specific year groups. Once children have been offered a place at Mandeville, families will be invited to complete admissions paperwork and discuss their child's needs at the school. Our curriculum is designed to fully meet the requirements of the new National Curriculum but also to ensure that we provide rich learning opportunities, which deepen and extend understanding. The curriculum is divided into subjects and the majority of these are taught weekly (or daily for Literacy and Numeracy). Also, several subjects are taught in blocks We want our curriculum to be creative, inclusive, and motivating where all are challenged and supported to achieve outstanding results. We expect it to be rigorous in its design with clear outcomes and high expectations, and to provide active and relevant learning opportunities which involve the whole community. The result should be well-rounded individuals who are curious about the world around them and hungry to learn more. The expectations are designed to focus on positive action (I like the way you are walking sensibly) rather than what children should not do (do not run). The expectations are agreed on actions so that there is consistency and fairness in all areas of school life. Positive behavior language is used by all staff to reinforce the approval of children doing the right thing and not to constantly address those who do not. The school rules are displayed in all classrooms and communal areas and each classroom or learning space will have to stay on green charts which show at any point on any day how each child is doing. Each child has an individual pocket with their name on it. Broadly speaking this is the system that operates school-wide although there are slightly differing systems in place for children of different ages. The aim is to keep a green card in the pocket and to ‘stay on the green’. The government invests money in schools via the pupil premium, which is additional to main school funding because it believes it is the best way to address the current underlying inequalities between disadvantaged children and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most. The school attainment data shows that children in receipt of Free School Meals have underachieved in the past compared to their more privileged peers. The Senior Leadership Team has factored this into their plans for improvement and a separate action plan for PPG aims was written and is constantly evaluated and reported on to governors. This work continues to be a top priority and regular item for governors to review. At Mandeville Primary School, we are strongly committed to PE and recognize the contribution of PE to the health and wellbeing of the children. Additionally, we believe that an innovative, varied and immersive PE curriculum has a positive influence on the concentration, attitude, and academic achievement. The same can also be said for our extra-curricular opportunities. Our commitment to these opportunities is evident in the wide array of sporting activities that we offer both in and out of school. Our Sports Premium Funding will help us to continue to provide this provision and ensure that we have professionals that specialize in the areas on offer. The governing body is mostly volunteers, meeting regularly and working closely with the Executive Headteacher and the senior leadership team to help the schools develop successfully and to promote high standards of educational achievement. The Governing body is made up of the school’s Executive Headteacher, Local Authority governors and co-opted governors, elected parents, and elected staff members. Together, our primary concern is for the welfare of the schools as a whole and we operate within a standard Code of Conduct for those involved in aspects of public life. At Mandeville, we pride ourselves on establishing and keeping good relationships with parents. Our staff is outside at the home time and in the mornings so you have access to talk to us as parents. However, if you do not bring your child to school or take them home yourself then you can call us at any time to book an appointment for a meeting. Additionally, you can send a message via our 'Parental Feedback' area to share any issues you have or would like us to deal with. View full school

To become confident, self-assured women, girls need the right challenges. Loreto Mandeville Hall Toorak has created an environment where your daughter will be nurtured, challenged, and encouraged to be the best that she can be. Each year, Loreto Toorak presents its academic results with pride. But this is only one aspect of our holistic approach to education. Our shared focus is an authentic Loreto experience that provides our students with the challenges and opportunities they need to excel in life indeed. At Loreto, we believe that overcoming challenges can lead to incredible things. It is through these challenges that our school was born. Four hundred years ago, English woman Mary Ward faced extraordinary opposition to establish the Institute of the Blessed Virgin Mary (IBVM) - also known as the Loreto Sisters. Click the link below to learn more about Mary Ward. In Australia, the foundation was led by Mother Mary Gonzaga Barry IBM, who, in 1875, established Catholic primary and secondary schools in Ballarat. Today, there are seven Loreto Schools in Australia and over 90 throughout the rest of the world. Loreto Toorak was established in 1924 and continues this worldwide tradition. Our goal is to foster the foundation for a mature and robust faith in each student – in God, herself, and life. With these values, she will be equipped to embrace all the challenges, joys, and adventures that lie ahead in life. The Mission and Vision of our school are enunciated, in detail, in the Mission Statement Document, a foundational document of our school's philosophy. The Loreto Toorak Educational philosophy is values-based and framed around an equal commitment to Social Justice and Academic excellence and could be summarised thus This is our vision: that Loreto schools offer a Catholic education which liberates, empowers, and motivates students to use their gifts with confidence, creativity, and generosity in loving and responsible service. Our goal is to foster each student the foundation for a robust and mature faith – in God, in herself, and life. These foundations will provide a vibrant core of values and beliefs that will stand her in good stead to face and, indeed, to embrace all the challenges, the joys, and the adventures that lie ahead in life. The tradition in which we stand is proudly and confidently committed to an education of the whole child, both heart and mind, and based on a robust set of Loreto values. These lie at the heart of all our endeavors. We embrace genuine values of freedom, justice, sincerity, verity, and felicity. With these values, we foster mutual respect, a deep understanding of the individual, and compassion for the broader community. Living with sincerity was something Mary Ward always envisaged. Her idea was that "we should be such as we appear and appear such as we are." Closely linked to sincerity is Mary Ward's concept of verity. For Mary, this meant having integrity and truth, particularly the truth of who we are and what gives meaning to our lives - a truth that centers fundamentally on the mystery of God. Felicity is an attitude of mind, a disposition of the heart that manifests itself in cheerfulness, good humor, joy, happiness, hope, optimism, friendliness, courtesy, positive thinking, inner peace, and self-acceptance and courage. The qualities of freedom, justice, and sincerity are at the core of Mary Ward's spirit. Her understanding of freedom was grounded in her sense of personal relationship with God. She believed that each of us has access to God's loving care in our everyday life experience. This is the truth that sets us free. It is inner freedom, accepting of self, open to others, and trusting of life. Justice, as Mary Ward describes it, involves personal integrity based on a harmonious relationship with God, other people, and with the whole of creation. It is expressed through "works of justice" that aspire to bring about such harmony. View full school